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    A growing body of research illustrates vast differences in curriculum opportunities across u.s. Schools. No curriculum can be broadly effective if youngsters feel threatened, are hungry, says w.j. Smith. Exclusion of those who reject school norms may be as important to success of schools and students.

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    A growing body of research illustrates vast differences in curriculum opportunities across u.s. Schools. No curriculum can be broadly effective if youngsters feel threatened, are hungry, says w.j. Smith. Exclusion of those who reject school norms may be as important to success of schools and students.

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    49 views2 pages

    Wjs Session6-Culture Learning 12june-2016

    Uploaded by

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    A growing body of research illustrates vast differences in curriculum opportunities across u.s. Schools. No curriculum can be broadly effective if youngsters feel threatened, are hungry, says w.j. Smith. Exclusion of those who reject school norms may be as important to success of schools and students.

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    of 2

    ession6

    S
    TheClassroomMosaic:
    CultureandLearning

    DoCurricularStudiesDemonstrateUpliftor
    DeculturizationofDisadvantagedStudents?

    WilliamJ.Smith
    June12,2016

    ResponseFile:wjs_session6culture_learning_12June2016

    Agrowingbodyofresearchillustratesthatthevastdifferencesincurriculum
    opportunitiesacrossU.S.schoolsarethesinglegreatestsourceofdifferencesin
    outcomesamongstudents.Studiesduringthepastdecadehaverepeatedlyfoundthat
    studentsfromdifferentgroupswhotakesimilarcoursesandhaveaccesstoequally
    richcurriculumandequallywellqualifiedteachersperformsimilarly.
    (DarlingHammond2000,pg.73)

    CurriculummattersyetIdoubtthatcurriculumisthegreatestsourceofdifferencesin
    learningoutcomesamongstudents.Familyandcultureare.Nocurriculumcanbe
    broadlyeffectiveifyoungstersfeelthreatened,arehungry,theirfriendsrejectschool
    normsand,asinthecaseofmanyyoungfemales,theircultureandfamilydiscourage
    learning.

    Ms.DarlingHammondsconjecturethatdifferencesincurriculumopportunitiesarethe
    mostsignificantfactorindetermininglearningoutcomesconsidersprimarilyfactors
    nominallyunderthecontroloftheeducationalcommunity.Byignoringfactorsoutside
    ofthatcommunityscontrolthatinterferewithlearning,suchasfamilyinstability,
    violence,andhunger,itperpetuatesthemyththatschoolsalonecanfixsocialproblems.
    Herdiscussionofstudiesthatshecitesassupportingherconjectureshouldclarify
    whether,whatevertheireconomicorculturalbackground,thestudentscameprimarily
    fromstablefamilies.

    Discussionofsuchstudiesshouldalsoconsiderimpactsofchangesoutsideofthe
    school.Forinstance,inastudycomparingthelearningperformanceofinnercity
    studentsresettledinChicagosuburbscomparedtothoseresettledelsewhereinpublic
    housingwithinthecity,thoseresettledtothesuburbswouldlikelyhaveloosenedties
    withtheiroldneighborhoods.Perhapsbreakingtieswitholdfamilynetworkswho
    rejectedschoolnormstopreventdeculturalizationandformationofnewfamily
    networksthatsupportedschoolnormsinthesuburbswereasimportantastheschool
    curriculumtoimprovingperformance.

    Exclusionofthosewhorejectschoolnormsmaybeasimportanttosuccessofschools
    andstudentsasrichcurriculum.DarlingHammondwritesthatmostgoodschools(or
    goodprogramswithinschools)...havesecuredtheiradvantagesbyexcludingby
    economics,neighborhood,achievementscores,orracialcodesthosewhorepresentthe
    otherhalf(ormore)ofchildren.(DarlingHammond2000,pg.71)

    Eveniflearningperformanceimproveswhenstudentsandtheirfamiliesvoluntarily
    resettletothesuburbs,isacurriculumorschoolsuccessfulwhenitdeculturizesurban
    youthbyforcingonthemacurriculumwhosecontentandtextbooksreflecttheculture
    ofwhitesuburbswithfewopportunitiestoexpressorstudytheirowncultureunderthe
    tutelageofteachersfromtheirownculture?(DarlingHammond2000,pg.80)

    References
    1.LindaDarlingHammondetal.(2003).TheLearningClassroom:TheoryInto
    Practice.Detroit:AnnenbergMedia.
    2.LindaDarlingHammond(2000).SchoolContextsandLearning:Organizational
    InfluencesontheAchievementofStudentsofColor,in
    AddressingCulturalIssuesin
    Organizations:BeyondtheCorporateContext
    ,RobertT.Cartereditor,ThousandOaks,
    California:SagePublications.

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